values exchange and the ethics challenge

The Ethics Challenge A social learning experience to develop critical thinking and self-reflection

Matthew Bromley, Academic Manager, Professional Executive Education

David Robertshaw, Academic Lead for Nursing, Health and Social Care

M.Bromley@Derby.ac.uk / @mattybromD.Robertshaw@Derby.ac.uk / @d_robertshaw

Overview

• What is Values Exchange?• Pedagogic context• Ethics and values – why? • Introduce you to Values Exchange and the Ethics Challenge• How could you use Values Exchange in your teaching?• How could you use The Ethics Challenge?

Values Exchange

• Online communication tool which helps different professions understand each other

• The Values Exchange is instant, educational, inclusive, open and detailed

• It involves professionals respectfully and effectively, helps shared decision making and builds trust and openness

• Using a series of colourful, interactive screens, individuals or groups of professionals are able to think through any issue in depth

• The scenarios can be developed for any focus and it could be used uni-professionally or interprofessionally

Why ethics and values?

• “Principles or standards of behaviour; one's judgement of what is important in life”

• “Moral principles that govern a person's behaviour or the conducting of an activity.”

• Values-based practice (for example, CSR)• Values-based recruitment• Graduate requirements for ethical and values-based students• Personal leadership

Overcoming barriers to learning• Professional audience• Students can lack motivation and low self-efficacy• Often have a sense of isolation, lack of feeling or emotional interaction • Well documented that teaching online needs a different pedagogical approach and

academic skills (Fetherston, 2001; Anderson, 2008; Salmon, 2013; Beetham and Sharpe, 2013)

• Luke (2003) described how traditional teaching styles of the industrial era stress the learning of facts, subject-oriented material, and knowledge over any other learning process

• These types of interactions subscribe to low-level thinking, limit real world application, and inhibit problem solving (Boling et al, 2012)

• Values Exchange is a tool to combat these and develop critical thinking skills in conjunction with attitude and knowledge.

PedagogyTheory Strategy Course Activities

Experiential Learning (Kolb, 1984), Situated cognition (Brown, Collins and Duguid, 1989)

Authentic activities, application to work/life.

Discussion activities and peer review.

Intrinsic motivation (Ryan and Deci, 2000)Andragogy (Knowles, 1984)Flow (Czikzentmihayli, 1990)

Professional learning, embedded in students occupation or role.

Discussion activities and peer review.

Iterative improvement A series a development challenges Discussion activities and peer review.

Inquiry based learning (Dewey, 1938) Undertake research and build digital literacy skills

Self directed – find your own answers, examples

Social construction of knowledge. (Vygotsky, 1988, Lave and Wenger, 1991) Constructivism.

Practice giving constructive criticism and feedback

Peer reviews and discussion

Metacognition (Flavell, 1979)Individual reflection

Reflect on own thoughts and assumptions

Reflection of personal standpoint and that of others.

Pedagogy

http://derby.vxcommunity.com/Issue/the-bank-note-in-the-bush/22495/Results

http://derby.vxcommunity.com/Issue/is-meat-murder/22507

What’s in for the students?

• CPD• Certificate• Badges• Analytical and critical thinking skills• Interprofessional• Engagement with a world-renowned Professor of Ethics• It’s Free!

What do students think about VX/TEC?

• “I thought this would be interesting but easy. It was definitely interesting, but not easy. From the 1st challenge I found myself really thinking about how I felt.”

• “I thoroughly enjoyed the ethical challenges. I had to really take a step back and think about the issues. There were times when I felt conflicted, knowing that there were two sides to the issue”

• “I found it was sometimes difficult to find the right words to express what I was thinking and feeling as well I would have liked.”

• “Great way to challenge myself and make me think about areas that I often push to the back unless I have to think about them.”

What do students think about VX/TEC?

• “I was not prepared for the challenges, but I was pleasantly surprised at how much they made me think. I always through myself to be a rational and logical person when it came to ethical decision making, but I found myself having to stop and search my true ideals before answering several times. Especially as the topic got more and more challenging.”

• “All in all, I greatly appreciated taking part in these challenges and cannot wait for the second part to come out so I can get involved again! I wonder if it might prove beneficial to offer ethics courses such as these to students in all programs as a core module. It benefits an individual to understand and test their own convictions as well as the reasons and thinking processes behind them. Thank you!”

• “I found myself feeling like I needed to 'champion the underdog' but then feeling like I was letting my heart rule my head. And found myself wondering what were my real feelings.”

What do students think about VX/TEC?

• “I found it was sometimes difficult to find the right words to express what I was thinking and feeling as well I would have liked. It was really interesting to interact with a wide range of people with different experiences and points of view from my on and I have enjoyed the experience”

• “Instructors, designers and online educators did here a damn good job and the flexibility of online learning is for sure as a positive factor. I am finishing now my degree in January at Derby but it will help me with my Master to think more critically and it would had help me by a lot of assignments.”

Summary

• How could you see this being used in your teaching?• Would you be interested in using the Ethics Challenge for your

students? (it’s free!)

• To find out more visit derby.vxcommunity.com

Questions